La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactions
The use of ICTs in the field of education can promote the adoption of "social constructivist" approaches to learning. In these contexts of education (computer-supported collaborative learning, CSCL), a particular attention is paid to the creation of the "learning community" and t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/853 |
| _version_ | 1797316206845231104 |
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| author | Valentina Lupi Francesca Pozzi Simone Torsani |
| author_facet | Valentina Lupi Francesca Pozzi Simone Torsani |
| author_sort | Valentina Lupi |
| collection | DOAJ |
| description | The use of ICTs in the field of education can promote the adoption of "social constructivist" approaches to learning. In these contexts of education (computer-supported collaborative learning, CSCL), a particular attention is paid to the creation of the "learning community" and to the relationships the members of the community establish among them.The post-graduate course in legal translation of the University of Genoa – carried out within the F@rum project – is underpinned by these same theories. To foster at its maximum the development of social presence among the learners, a socio-professional simulation game (Debyser, 1996 ; Rossi, 2002) is usually offered by the course staff within the learning platform.In this study, we will describe the initiatives carried out within the course, which are able, in our opinion, to promote social presence. We will discuss on whether and to what extent such initiatives have influenced the participants' social presence, whether they have stimulated the creation of the learning community and, finally, whether they have contributed to achieve the cognitive goals of the course.This contribution is based, in particular, on the analysis of learners' interactions revealing social presence (Garrison et al., 1999). The analysis of the forum messages relies on a "mixed" (i.e. both quantitative and qualitative) five-dimensional model of evaluation (Pozzi et al., 2007) which was in turn inspired by that of the "communities of inquiry" (Garrison & Anderson, 2003). |
| first_indexed | 2024-03-08T03:15:55Z |
| format | Article |
| id | doaj.art-9df1ffc3f35b4fc788752c2b4aa45d0b |
| institution | Directory Open Access Journal |
| issn | 1286-4986 |
| language | fra |
| last_indexed | 2024-03-08T03:15:55Z |
| publisher | Université Marc Bloch |
| record_format | Article |
| series | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| spelling | doaj.art-9df1ffc3f35b4fc788752c2b4aa45d0b2024-02-12T15:44:31ZfraUniversité Marc BlochALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication1286-498611115117410.4000/alsic.853La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactionsValentina LupiFrancesca PozziSimone TorsaniThe use of ICTs in the field of education can promote the adoption of "social constructivist" approaches to learning. In these contexts of education (computer-supported collaborative learning, CSCL), a particular attention is paid to the creation of the "learning community" and to the relationships the members of the community establish among them.The post-graduate course in legal translation of the University of Genoa – carried out within the F@rum project – is underpinned by these same theories. To foster at its maximum the development of social presence among the learners, a socio-professional simulation game (Debyser, 1996 ; Rossi, 2002) is usually offered by the course staff within the learning platform.In this study, we will describe the initiatives carried out within the course, which are able, in our opinion, to promote social presence. We will discuss on whether and to what extent such initiatives have influenced the participants' social presence, whether they have stimulated the creation of the learning community and, finally, whether they have contributed to achieve the cognitive goals of the course.This contribution is based, in particular, on the analysis of learners' interactions revealing social presence (Garrison et al., 1999). The analysis of the forum messages relies on a "mixed" (i.e. both quantitative and qualitative) five-dimensional model of evaluation (Pozzi et al., 2007) which was in turn inspired by that of the "communities of inquiry" (Garrison & Anderson, 2003).https://journals.openedition.org/alsic/853CSCLinteractionsimulationsocial dimensionlanguage learning |
| spellingShingle | Valentina Lupi Francesca Pozzi Simone Torsani La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactions ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication CSCL interaction simulation social dimension language learning |
| title | La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactions |
| title_full | La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactions |
| title_fullStr | La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactions |
| title_full_unstemmed | La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactions |
| title_short | La dimension sociale dans un master post-universitaire à distance : outils, animation et analyse des interactions |
| title_sort | la dimension sociale dans un master post universitaire a distance outils animation et analyse des interactions |
| topic | CSCL interaction simulation social dimension language learning |
| url | https://journals.openedition.org/alsic/853 |
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